Influence of distal and proximal cognitive processes on word reading
Das, Georgiou & Janzen (in press)
Abstract
The objectives of the present study were two-fold: (a) to explore the inter-relationship among distal, proximal cognitive skills, and word-reading; and (b) to identify those cognitvie processes that predict phonological awareness and rapid naming. Seventy First-Nation Canadian children attending grade 3 and 4 were examined on phonological awareness, rapid naming, Word Identification, Word Attack, and the cognitive processing measures of Planning, Attention, Successive, and Stimulation (PASS). Results indicated that phonological awareness and rapid naming uniquely predicted reading while PASS variables did not, when the effects of phonological awareness and rapid naming were controlled. Finally, both phonological awareness and rapid naming were controlled. Finally, both phonological awareness and rapid naming were predicted by Planning. Implications for diagnosis of children at-risk for reading difficulties and remediation are discussed.
